community language
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Language is present as a medium to understand each other. However, for the Cia-Cia Laporo community, language is not only a means of communication but also as a medium to gain strength in asserting ethnic identity and as citizens of Laporo descent. This essay aims to describe and to know the position of language as a form of Cia-Cia Laporo's identity. Awareness of the importance of the regional language is then applied in daily life through formal learning methods in schools as well as various traditions and rituals such as sindighao.

Language is a jewel in the human body. If it is not available, no phenomenon can compensate for its absence. Every human with a language is known as a skillful person. If language is downfallen, almost all human beings’ relations are damaged. Language, like all other phenomena of human culture, is closely linked to a human community, an event that occurs in a community, taking its own steps towards perfection in that community. Language is the only source of communication among the people. In fact, it is a source of reflection of the aspirations and desires of the people and a great tool for finding ways to meet their needs. In the process of research, I have clarified what language means, what it is called. As a result of the research, it has also become clear what is its value in social life, what is its importance. Language functions were also highlighted during the research. Some important factors and characteristics that lead to the development of a language are highlighted in details. If the speakers of any language take advantage of the mentioned ways to develop their language, to contrive for it to conclude all the mentioned possibilities and factors in their language, I am sure that their language will be taken place among the advanced languages.

While English proficiency is recognized as a main determinant of immigrants’ and refugees’ economic success, the role of community language resources is rarely examined. This mixed-methods study investigates how community language resources, defined as the percentage of adults fluent in English among those speaking the same language, affect asset ownership among immigrants and refugees. Using American Community Survey data, quantitative analyses suggest community language resources facilitate homeownership among immigrant households with a language barrier. Neither the household- nor community-level language variable is significantly associated with vehicle or income-generating asset ownership. Qualitative interviews reveal language-related challenges to buying a house and roles of community resources. Findings call for policies and programs that mobilize community resources for those with limited English proficiency.

This descriptive qualitative research was aimed at finding out the methods employed by the EFL Teacher at SMPIT Tunas Cendekia Mataram. The setting of the research was in SMPIT Tunas Cendekia Mataram. The subject of this research was the 7th grade EFL teacher consisting of one single teacher. This research was designed as a descriptive qualitative research. The data were collected through, interview and document study (lesson plan). Data was analyzed by using the theories proposed by Larsen-Freeman (1986) and Richards and Rodgers (2001) classification. In relation to problem raised, the study identifed that there were three methods the teacher employed in the teaching process. They were Community Language Learning, Direct Method, and Audio-Lingual Method. Community Language Learning was employed five (5) times for five (5) different meetings, Direct Method was employed two (2) times for two different meetings, and Audio-Lingual Method was employed one (1) time.

Abstract: The research objective is to find out the effect of the Community Language Learning method and the Emotional Intelligence on students’ speaking skill at the eighth grade of SMP Darussalam Ciputat. This research used a quasi-experimental with factorial design which involved 60 students as the sample, (as the experimental and the control group), who were chosen by using purposive sampling technique. The research data were collected through test of speaking skill, and the questionnaire to test emotional intelligence. The data were analyzed by factorial ANOVA test. This study’s findings revealed that: (1) Community Language Learning (CLL) method is more effective in enhancing students’ English speaking skill than the conventional method. (2) The students who have a high level of emotional intelligence are better in speaking skill than those who have a low level of emotional intelligence. (3) There is no interactional effect between teaching method and emotional intelligence (EI) on the students’ speaking skill.Abstrak: Tujuan penelitian ini untuk mengetahui pengaruh metode Pembelajaran Bahasa Komunitas dan Kecerdasan Emosional terhadap Keterampilan Berbicara Siswa Kelas VIII SMP Darussalam Ciputat. Penelitian ini menggunakan eksperimen semu dengan desain faktorial yang melibatkan 60 siswa sebagai sampel (kelompok eksperimen kontrol), dengan teknik purposive sampling. Instrumen terdiri dari tes keterampilan berbicara percakapan, dan angket kecerdasan emosional. Analisis data dilakukan dengan uji ANOVA faktorial. Hasil penelitian menunjukkan bahwa: (1) Metode Community Language Learning (CLL) lebih efektif dalam meningkatkan keterampilan berbicara bahasa Inggris siswa daripada metode konvensional. (2) Siswa yang memiliki kecerdasan emosional tingkat tinggi memiliki keterampilan berbicara yang lebih baik daripada siswa yang memiliki kecerdasan emosional tingkat rendah. (3) Tidak ada pengaruh interaksional antara metode pengajaran dan kecerdasan emosional (EI) terhadap keterampilan berbicara siswa. Artinya, siswa tingkat IE tinggi pada metode CLL maupun konvensional lebih baik daripada tingkat IE rendah.

It is well known that cross-linguistic interactions can exist between the two languages in a bilingual speaker’s repertoire. At the level of phonetics and phonology, this interaction may result in the transfer of a feature from one language to the other or the ‘merging’ of phonetic properties between languages. Although there are numerous studies of bilingual speakers which show such interactions, relatively little is known about the nature of transfer in communities of long-term bilingualism. The current study investigates phonological transfer of /r/ in Welsh-English bilinguals’ speech in north Wales. Specifically, it compares the influence of speaker gender, home language, and speech context on the production of /r/ in both English and Welsh in two communities which differ in the extent to which Welsh is spoken as a community language. It is commonly assumed that the alveolar trill [r] and alveolar tap [ɾ] are the variants of /r/ in Welsh. In English, the alveolar approximant [ɹ] is typical across Wales, but the trill and tap are reported in areas where a high proportion of the population speaks Welsh. Data in both languages were collected from 32 Welsh-English bilinguals (aged 16–18) via sociolinguistic interview and wordlist tasks. The sample was stratified equally by speaker gender, home language, and area (predominantly Welsh-speaking vs. predominantly English-speaking). The results show areal differences in the production of /r/ in both languages, which, I argue, could be attributed partly to differing social structures in the communities under investigation. Consequently, the results showed evidence of bi-directional phonological transfer, which is community-specific and influenced by a number of social factors.

The purpose of this study was to determine whether the Community Language Learning Method (CLLM) is more effective on the ability to speak 11th-grade students of MIPA SMA Negeri 4, Tanjungpinang. This type of research used in this study is Quasi Research. The tool used to obtain research data is an oral test. The population in this study was eleventh grade students of SMA Negeri 4 Tanjungpinang. This study uses a method that requires students to carry out speaking activities in a group with topics that have been mutually agreed upon in each group. Researcher gave a pretest before learning activities. After the learning activities, the researcher gives a posttest that is added to the rubric of assessment, calculating the average value, and analyzing with the help of a computer application namely SPSS. The application of the Community Language Learning Method (CLLM) during the learning process turns out to have an effect on the ability of students to carry out conversations in groups that have been formed. It can be seen during the teaching and learning process students look more active and enthusiastic about learning to speak situations using the Community Language Learning Method (CLLM).